Introduction
Microlectures are short, focused video lectures, typically lasting from 5 to 10 minutes. They offer a flexible and efficient means of delivering content to students. Microlectures emerged from the broader trend of microlearning, which emphasizes brief, targeted learning experiences designed to fit into learners' busy schedules (Hug, 2005). By examining the pedagogical strengths of and best practices for microlectures, we can better appreciate their role in enhancing learning experiences.
Benefits of microlectures
Improved retention and comprehension: Research indicates that microlectures can effectively support knowledge retention and comprehension, particularly in online environments where student attention spans may be shorter (Guo, Kim & Rubin, 2014). Additionally, microlectures align with cognitive load theory, which suggests that breaking down complex information into manageable segments can improve learning outcomes (Sweller, Ayres & Kalyuga, 2011).
Increased engagement and motivation: Microlectures cater to the modern learner's preference for short, digestible content, which can increase motivation. Studies have shown that students are more likely to complete and revisit shorter video segments, leading to improved retention of material (Zhang, Zhou, Briggs & Nunamaker, 2006). Seeing the instructor in the videos can increase students' satisfaction with online courses (Zheng, 2022).
Flexibility and accessibility: Microlectures offer flexibility in terms of both time and location. Students can access these resources at their convenience, allowing for self-paced learning. This flexibility is particularly beneficial for nontraditional students, who may juggle academic commitments with work or family responsibilities (Means, Bakia, & Murphy, 2014).
Faculty examples with interactive elements
This webinar recording features MU Assistant Teaching Professor Kihyung Kim, who shares his video strategies for online courses: Elevating Learning: Effective Video Strategies for Online Courses. Throughout his videos, he maintains a conversational and engaging tone, and he uses Panopto features to embed questions within the video, providing a way for students to interact with the content and receive immediate feedback.
Best practices
Consider the following best practices to maximize the impact of microlectures:
Clear objectives and focus: Each microlecture should have a clear objective and focus on a single concept or skill. This approach helps maintain student attention and facilitates knowledge of the material. It is crucial to begin by identifying the learning outcomes you aim to achieve with each microlecture. By clearly stating the objectives at the beginning of the microlecture, students can better comprehend the purpose and relevance of the content.
Consistent and accessible delivery: Consistency in format and delivery can help students develop a routine and better navigate the course. Additionally, ensuring that microlectures are accessible, with features such as captions and transcripts, is crucial for accommodating diverse learners (Burgstahler, 2015). Consistent design elements, such as standardized templates, branding and structure, can also enhance the learning experience by reducing cognitive load and making it easier for students to focus on the content.
Integration with broader course design: Microlectures should be strategically integrated into the broader course design, complementing other instructional materials and activities. They should not exist in isolation but rather as part of a cohesive learning experience. For instance, microlectures can be used to introduce new concepts, provide additional explanations for challenging topics or offer revision sessions before exams. Aligning microlectures with course modules, readings and assignments ensures seamless learning.
Missouri Online production services
Missouri Online offers high-quality video production services to ensure clear audio, high-definition video, and professional editing with visual aids such as graphics, animations and infographics that can help illustrate complex concepts and maintain student interest.
Conclusion
Faculty can create and implement microlectures that are engaging, effective and conducive to student learning in an online environment. The thoughtful integration of microlectures into the broader course design, combined with high-quality production and continuous improvement, can significantly enhance the educational experience and outcomes for students.
References
Burgstahler, S. (2015). Universal Design in Higher Education: From Principles to Practice. Harvard Education Press.
Guo, P. J., Kim, J., & Rubin, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. In Proceedings of the First ACM Conference on Learning @ Scale Conference (pp. 41-50).
Hug, T. (2005). Microlearning: A New Pedagogical Challenge (Introductory Note). In Microlearning: Emerging Concepts, Practices and Technologies after e-Learning (pp. 1-5). Innsbruck University Press.
Means, B., Bakia, M., & Murphy, R. (2014). Learning Online: What Research Tells Us About Whether, When and How. Routledge.
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive Load Theory. Springer Science & Business Media.
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker Jr, J. F. (2006). Instructional Video in e-Learning: Assessing the Impact of Interactive Video on Learning Effectiveness. Information & Management, 43(1), 15-27.
Zheng, H. (2022, February 17). Short and Sweet: The Educational Benefits of Microlectures and Active Learning. EDUCAUSE Review.